{"title":"Defining Roles and Responsibilities for School-Based Tele-Facilitators: Intraclass Correlation Coefficient (ICC) Ratings Of Proposed Competencies.","authors":"Hannah Douglass, J Joneen Lowman, Vrushali Angadi","doi":"10.5195/ijt.2021.6351","DOIUrl":null,"url":null,"abstract":"<p><p>The primary purpose of this study was to craft and validate a set of core competencies necessary for a tele-facilitator to possess in the school setting. Competencies were created through literature review and qualitative analysis. Following expert review, the competencies were revised and formatted into an online survey which was sent to respondents in four target groups: (a) school administrators who had adopted telepractice as a service delivery model; (b) speech-language pathologists (SLPs) experienced in telepractice within a school setting; (c) current tele-facilitators, and (d) scholars experienced in telepractice. Fifty-seven percent (20 out of 35) of the competencies were rated as \"Essential Skills.\" The remaining competencies could be more or less important depending on workplace requirements.</p>","PeriodicalId":45323,"journal":{"name":"International Journal of Telerehabilitation","volume":"13 1","pages":"e6351"},"PeriodicalIF":2.5000,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8287710/pdf/","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Telerehabilitation","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5195/ijt.2021.6351","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2021/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"REHABILITATION","Score":null,"Total":0}
引用次数: 7
Abstract
The primary purpose of this study was to craft and validate a set of core competencies necessary for a tele-facilitator to possess in the school setting. Competencies were created through literature review and qualitative analysis. Following expert review, the competencies were revised and formatted into an online survey which was sent to respondents in four target groups: (a) school administrators who had adopted telepractice as a service delivery model; (b) speech-language pathologists (SLPs) experienced in telepractice within a school setting; (c) current tele-facilitators, and (d) scholars experienced in telepractice. Fifty-seven percent (20 out of 35) of the competencies were rated as "Essential Skills." The remaining competencies could be more or less important depending on workplace requirements.
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